ANNUAL REPORT TO SCHOOL

COMMUNITY 2020

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School Performance Report

Mission and Vision St Joseph’s School, co-located on the site of St Mary of the Angels Church, was first established by the Sisters of

St Joseph in 1874 and has a proud identity as a Catholic school in the Josephite Tradition. The school’s vision and

values have evolved over a long history and are shaped by the Josephite charism, the richness of the past and

the beauty of the location in Port Lincoln, which inspires the community to nurture and protect God’s creation.

In the tradition of St Mary of the Cross MacKillop, where faith, hope and love are hallmarks of learning and

pastoral care, St Joseph’s is a nurturing Catholic school living the Josephite tradition of justice, compassion and

hospitality, igniting a love of learning. St Joseph’s School provides quality learning opportunities for students

from Reception to Year 12, welcoming families from all faith backgrounds and cultures from across the Eyre

Peninsula. St Joseph’s School is a community that engages learners in a safe, ordered, and caring environment,

inviting students and families into a deeper understanding and relationship with God and the Church.

Vision Statement

St Joseph’s School is a holistic, nurturing Catholic school living the Josephite tradition

of justice, compassion and hospitality, igniting a love of learning.

Students are challenged to excel and become confident, respectful contributors to global society.

Values

The School’s motto – In all things love - reflects the values and teachings at the heart of the Gospel.

Our vision is lived out through the core values of faith, hope, love for self and others, and respect for property

and the environment.

Context

St Joseph’s School, situated in Port Lincoln on the Eyre Peninsula, is a co-educational school with a current

enrolment of 750 students from Reception to Year 12, including boarding students from across the region.

Port Lincoln has a population of approximately 15,000. The economy is based on farming and fishing, and is

home to Australia’s largest commercial fishing fleet, but the area is also known for tourism and hospitality,

where people can experience shark-cage diving, walking in the beautiful surrounds of Lincoln National Park, and

enjoy a range of high-quality restaurants. St Joseph’s School demographic draws from varied cultural, religious

and socio-economic backgrounds, attracting students from Port Lincoln, Poonindie, Coffin Bay and Tumby Bay,

and further afield, as far as Roxby Downs, into the onsite Boarding House.

St Joseph’s School is one of 13 Catholic schools governed by the Catholic Diocese of Port Pirie, and part of a

greater community of 101 schools in Catholic Education South Australia. The Principal contributes to, and is

supported by, a regional cluster of Principals which meets each term. The four Reception to Year 12 schools

work together in a mutually supportive way within this wider cluster, supported by a Schools Performance

Leader based in the Diocese of Port Pirie.

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School Patrons

The school’s patrons are St Joseph, and St Mary of the Cross MacKillop, who co-founded the Sisters of St Joseph

of the Sacred Heart with Fr Julian Tenison Woods in 1866. The Feast Days of St Joseph and Mary MacKillop are

special days in the school calendar when the community comes together for a liturgical celebration.

Joseph, husband of Mary and foster father of Jesus, exemplified the virtues of faith, love and trust; his strength,

courage and compassion inspired Mary MacKillop, and the virtues she admired became foundational to the work

of the Sisters of St Joseph in educating the children of Australia, particularly the most vulnerable and

marginalised. Mary MacKillop’s entreaty to ‘Never see a need without trying to remedy it’ is embodied in the

Josephite charism of the school, and its motto ‘In All Things Love’. The school’s three Houses are named

MacKillop, Tenison and Penola, in honour of Australia’s first Saint, an ordinary woman who did extraordinary

things.

School Profile Data

In August 2018, census enrolments were 714; this rose to 720 by the end of 2018 and in August 2019 our

enrolment was 756 students across the Primary (R-6), Middle (7-9) and Senior (10-12) Years. Approximately 55%

of enrolments are in Reception to Year 6, and 45% in Years 7-12. In 2019 three further primary classes were

added to maintain optimum learning environments and class sizes. This was maintained in 2020, with enrolment

at census in August holding steady at 755. Further enrolment growth is expected, with projected enrolment for

2021 being approximately 790.

In 2020, approximately 20% of students were identified as needing additional support in the Nationally

Consistent Collection of Data for Students with Disabilities. 3% of the student cohort is indigenous.

Approximately 14% of students access School Card and a range of other fee remissions support families in need.

In 2019 the school’s index of Community Socio-Educational Advantage (ICSEA) was 1035, with 14% of families

in the bottom quartile and 19% in the top quartile, as reported on MySchool.

The full-time equivalent teaching staffing at the school was 53.7 in 2020. There are 95 staff including Educational

Support Officers, Boarding Supervisors and Grounds and Maintenance.

School Governance

St Joseph’s School is under the guidance and governance of the School Board. Thank you to Mr Craig Hore for

his service as Chair of the Board until June 2020. For the latter part of the year, the Board functioned

collaboratively without a Chair, but thanks to Caitlin Noonan for stepping in towards the end of the year to

participate in the consultation processes for the appointment of a new Principal in 2021.

Dr Sandra Hewson, who has been Principal at St Joseph’s School since October 2015, concluded her position at

the end of 2020 to take up a new position as Schools Performance Leader in the Diocese of Port Pirie. Thank you

to Fr Ben Mkuchu, Parish Priest and President of the Board, and parent representatives Nikol Wright, Kristi

Shepperd and Caitlin Noonan. The School Board represents parents well, working with the Principal to make

decisions that continue to shape St Joseph’s and benefit our school community.

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Features of our Learning Community

Boarding Community

St Joseph’s School has had a boarding option for many

years, with brand new facilities opened in 2017,

enabling families in the more remote parts of Eyre

Peninsula and beyond, to access a quality Secondary

education while still being close enough for students

to participate in their local communities. The boarding

facility, under the guidance of a Director of Boarding,

has a capacity of 38 boarders and is co-educational.

Learning at St Joseph’s School: Strategic Priorities

The school acknowledges the dignity and uniqueness of each student and aims to provide all-round

development in the intellectual, social, cultural, spiritual, moral, and physical dimensions to develop thriving

people, capable learners and leaders for the world God desires.

Catholic Identity

Over the past two years the school has been engaged in the Enhancing Catholic Schools identity Project. Data

identifies a vibrant Josephite charism in the school, a strong foundation to further develop Catholic identity

through faith formation of staff, and revitalisation of Religious Education teaching through the implementation

of the Redeveloped Crossways Curriculum Framework. The Assistant Principal Religious Identity and Mission

and Primary Religious Education Coordinator are leading staff in developing curriculum and liturgical and Retreat

experiences to maintain tradition whilst engaging students in a more contemporary invitation to faith and

spiritual development.

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Literacy and Numeracy Outcomes

Aligned with CESA’s strategic priorities is the school’s focus on improving literacy and numeracy outcomes,

particularly in the Early Years and Primary Years. Extensive investment in professional development has led to

the development of a consistent approach to teaching literacy in Reception to Year 6. The school has a Literacy

Coach and Numeracy Coach who have been working with CESA consultants to enhance the collection and

interpretation of data and support teachers in implementing evidence-based approaches to learning.

Developing Key Capabilities

In 2019 staff from St Joseph’s School were involved in the trial of the Living Learning Leading Framework Key

Capabilities, leading to the development of the Capabilities Continua. A priority from 2021 is to create more

targeted opportunities for student agency and for students to demonstrate development of the capabilities and

develop a reflective portfolio to document their progress and achievements.

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Curriculum Innovation in the Middle Years

In Years 7, 8 and 9, facilities and programs reflect the needs of students in the Middle Years of schooling. The

Pastoral Care program is responsive to the needs of adolescents and this culminates in the Rite Journey Program

in Year 9. A variety of elective subjects, some with an emphasis on community service, cater to students’ needs

and interests. The very popular ApPLe option (Applied Personalised Learning) enables students to design their

own learning project, developing independent learning and research skills to set them up for success in the

Senior Years.

A revised leadership structure to be implemented in 2021 reflects the strategic priority of developing innovative

curriculum opportunities to increase engagement and promote excellence in the Middle School Years 7-9. A

Leader of Learning and Wellbeing will work with Learning Team Leaders in Year 7, Year 8 and Year 9 to foster a

more integrated approach to curriculum that incorporates more explicit opportunities for students to

demonstrate the Key Capabilities.

Learning in the Senior Years

In the Senior Years, an extensive range of subjects enables students to pursue their pathway to SACE completion.

An arrangement with Port Lincoln High School and Navigator College provides options for cross-school study to

maximise subject options. The school enjoys a reputation for providing an excellent academic education, with

100% SACE completion over the past three years. Many students undertake further study at University or TAFE.

Other teaching programs with Vocational Education and Training pathways, including Construction courses

in our St Joseph the Worker Trades Skills Centre, are tailored to students seeking trade and industry

qualifications.

Student Support

As a Catholic school, learning and wellbeing programs are underpinned by Gospel values. In the Primary years,

students are nurtured in a caring but challenging environment. The Literacy and Numeracy Coaches and Inclusive

Education Coordinator work closely with classroom teachers to support students in early intervention

programmes as well as supporting staff to ensure that students are challenged to achieve their potential in all

aspects of the curriculum. The Learning Assistance Program (LAP) is active within the school and provides

opportunities for members of our community, as well as our Year 12 students to volunteer and work with

students who require additional support.

There is a School Counsellor on staff, who works individually with students when required, and with small groups

and in classes to promote wellbeing, social and emotional development, and resilience activities. A Youth

Worker works alongside the School Counsellor to meet the growing need of students in building wellbeing,

resilience and strong mental health in the secondary years, where research indicates increased levels of anxiety

and mental health concerns. A Mentoring Program is facilitated by the School Chaplain with most volunteer

mentors being drawn from the Parish community. The school accesses Allied Health services when required.

Specialist teachers teach Music and Physical Education in the Primary years. Japanese is the language studied

from Reception to Year 12, and the school participated in the ELLA Program Trial (Early Learning Languages

Australia) in 2020. Further enhancing wellbeing and sense of belonging are priorities. Students and families

report that St Joseph’s School is welcoming, inclusive, caring, and supportive, but consistent with national data,

there is an increase in social-emotional difficulties experienced by students, including anxiety and more

significant mental health concerns. Pastoral Care Programs, incorporating Child Protection Curriculum underpin

a strong focus on care and wellbeing.

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Co-Curricular Activities

Local, national, and international charities and organisations are supported each year by the fundraising efforts

of the students. Students and staff actively support local organisations such as St Vincent de Paul, Salvation Army

and Fred's Van each year. Students also participate in Spiritual Retreats. These Retreats help prepare students

for Sacraments or develop their relationships with each other and God. Liturgical celebrations occur at the

beginning and end of the school year as well as throughout the year to commemorate our Feast Days.

The school experiences great success in SAPSASA and inter-school competitions in a wide variety of sports and

activities. Sports Day is held as an R-12 event at Ravendale Sporting Complex. The school, in partnership with

the local Yacht Club, has been very successful in school team sailing over many years and is currently in a re-

building phase, although like many things in 2020, this has been impacted by the global pandemic.

Other extra-curricular activities include a varied instrumental music program, which, depending on student

interest, includes both a stage and concert band. Students involved in these two bands have opportunities to

perform at functions within both the school and local community. A major School Musical is performed every

two years, with the next due in 2021. Each year students from Years 5 to 12 participate in a Camp Program. In

all year levels, the Student Representative Council provides opportunities for student leadership, and our School

Captains participate annually in a Student Leadership Retreat in Sydney, with Captains from Josephite schools

across Australia and New Zealand.

School Facilities

The school is well equipped with specialist facilities including a Gym, Performing Arts Centre for Music and

Drama, Design and Technology Centre and Science Labs. In 2020 capital development included a new Senior

Centre and Food and Hospitality Centre, and a completely refurbished Art and Design Suite. The Resource Centre

is the hub for resources and ICT providing greater access for all students in the school through both cabled and

wireless network connections. A Bring Your Own Device Program from Years 7 to Year 12 enables students to

integrate ICTs into their curriculum and assessment to effectively enhance their learning.

Capital Development

In recent years there has been considerable investment in developing the school’s facilities to support teaching

and learning. Since 2015 the school has invested $4.5m in replacing boarding facilities with a state-of-the-art

boarding complex which was opened in 2017, and $7.5m in a new Senior Centre, Food and Hospitality Centre

and refurbished Art and Design suite, which were opened in 2020. In September 2020, the South Australian

Commission for Catholic Schools approved the next stage of the Master Plan: a two-story primary building for

Years 2-6 including contemporary and flexible learning spaces, breakout spaces and a STEM area. The building

program, which began with the re-location of current transportable primary classrooms in December 2020, also

includes a Pre-School with capacity for 44 students that will accommodate the popular Little Saints Playgroup

and the Junior Joeys Transition Program.

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The development of a Pre-School is the result of parent interest, and data indicating a shortfall of places in the

community. The Pre-School proposal has successfully secured a $1m State Government Capital Grant and, once

open, will attract recurrent funding.

Junior Joeys Transition Program

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School Enrolments and Attendance

2020 Breakdown of Students – August Census

2020 Boarding Students

Process for Non-Attendance

Teaching staff record students’ daily attendance on SEQTA. SMS messages are sent to parents between 11 am

and 12 noon if their child is absent and we have not been notified of that absence. Diaries, phone calls and text

messages to the school are a means of communication between parents’ and the school. Pastoral Care

Coordinators follow up with prolonged continual absences and long-term absences.

One of our goals for 2020 was to increase attendance. Whilst we did not achieve the desired 95% attendance

goal, we did record a slight increase in Terms 2 and 3. Attendance in Term 1 and Term 4 was impacted by COVID-

19 advice and parent choice to keep students at home.

R Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Total

Boys 22 34 29 31 37 24 28 205

Girls 34 26 22 32 27 29 34 204

Total 56 60 51 63 64 53 62 409

Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Total

Boys 25 24 36 28 18 20 151

Girls 34 25 37 34 30 35 195

Total 59 49 73 62 48 55 346

Year 8 Year 9 Year 10 Year 11 Year 12 Total

Boys 0 0 0 0 1 1

Girls 0 2 6 8 2 18

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YEAR LEVEL ATTENDANCE - 2020

TERM 1 TERM 2 TERM 3 TERM 4

RECEPTION 76.97 92.52 91.56 89.64

YEAR 1 77.21 90.64 88.25 81.8

YEAR 2 84.9 91.94 89.69 87.85

YEAR 3 82.87 91.96 91.56 91.54

YEAR 4 82.93 95.56 92.46 92.8

YEAR 5 85.5 93.87 91.9 91.2

YEAR 6 80.86 91.53 86.92 91.4

YEAR 7 82.89 91.26 89.99 87.89

YEAR 8 78.35 90.34 89.16 86.18

YEAR 9 83.97 92.6 90.95 89.2

YEAR 10 79.87 91.35 87.54 84.27

YEAR 11 82.95 93.64 91.89 89.36

YEAR 12 85.7 92.02 90.12 92.18

AVERAGE 81.92 92.25 90.15 88.87

Student Learning Outcomes

NAPLAN

Due to Coronavirus, NAPLAN in 2020 was cancelled by the Federal Government. The School engaged in alternate

diagnostic processes including Progressive Achievement Tests for Reading and Mathematics in Term 1 and Term

4 to inform teaching and learning programs.

SACE

It was another year of 100% SACE completion for our Year 12s. We congratulate all Year 12 students, particularly

our DUX, Hannah Russell, who achieved an ATAR of 98.55 including a merit for Stage 2 Religion Studies. Our

Proxime Accessit was Dana Hurrell, with an ATAR of 97.05. Other high achievers include Marnie Clark (94.60),

Cassie Paynter (91.40), Kate Langmead (91.10) and Emma Waters (90.45). More than 80% of all Stage 2 results

were in the A and B grade bands with 99% being resulted at a C- grade or higher.

Most students received their places of choice in the first round of university offers.

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Comparative Analysis of Year 12 Results - Data extracted from Schools Data for 2014, 2015,

2016, 2017, 2018, 2019 and 2020

A GRADE RESULTS – SACE STAGE 2

2014 2015 2016 2017 2018 2019 2020

St Joseph’s

School 17.34% 28.2% 21.40% 19% 19% 24% 33%

A and B GRADE RESULTS – STAGE 2

2014 2015 2016 2017 2018 2019 2020

St Joseph’s

School 73.67% 78% 71.9% 72.8% 70% 77% 81%

SACE Completion

2016 2017 2018 2019 2020

St Joseph’s

School 98% 100%

98%

*100% 100% 100%

*A student leaver in 2018 completed their SACE requirements during 2019.

Grade Distribution 2020

A B C D E

St Joseph’s

School 33% 48% 18% <1% 0%

Post School Destinations

University & TAFE – First Intake Unavailable

Working full time, part time or casual (includes apprenticeships) Unavailable

University Placement

Students who applied & received first round university offer Unavailable

Students who received first preference Unavailable

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In 2020, 63 students at St Joseph’s School participated in VET courses offered both on

campus and externally as follows:

NAME OF COURSE COURSE PROVIDER NUMBER STUDENTS

ENROLLED

Certificate III in Agriculture TAFE SA 4

Certificate III in Agriculture Regional Skills Training 2

Certificate II in Aquaculture TAFE SA 2

Certificate III in Business Administration TAFE SA 1

Certificate III in Business Career Employment Group 2

Certificate II in Tourism Hamilton Secondary College 1

Certificate III in Travel Hamilton Secondary College 1

Certificate III in Early Childhood and Care Australian Institute of Technology

Transfer 3

Certificate II in Construction North East Vocational College 9

Certificate III in Plumbing TAFE SA 1

Certificate III in Electrotechnology

(Electrician) TAFE SA 1

Certificate III in Heavy Commercial Vehicle

Mechanical Technology

Motor Trade Association 1

Certificate III in Information, Digital Media

and Technology

Access Skills Training 8

Certificate III in Fitness Foundation Education 3

Certificate III in Sport Coaching Venture Education 1

Certificate III in Hairdressing TAFE SA 1

Certificate II in Kitchen Operations TAFE SA 19

Certificate III in Individual Support –

(Ageing) TAFE SA 1

Certificate III Make-Up TAFE SA 2

Certificate II in Maritime Operations AMFA 1

Certificate III in Retail KFC 2

TOTAL 66

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Finance 2020

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Income source figures for the school in 2020 are provided below:

Income Source Funding amount

Australian & State Government $14,165,039

Fees $2,995,146

Other $351,069

Total Gross Income $17,511,254

Staff Profile

Teaching Staff Qualifications

Teaching staff at St Joseph’s School meet and exceed the required qualifications of teachers within Catholic

Education SA with Grad Certificates in Religious Education, Graduate Diplomas, Bachelor Degrees, Masters,

Honors and Doctorates in Education and similar disciplines.

Workforce composition, including Indigenous Composition

In 2020 the School employed 63 teaching staff and 31 non-teaching staff (consisting of both part-time and full-

time staff). The following data summarizes the FTE workplace profile.

Principal Teaching Staff FTE Male Teaching Staff FTE Female Total

1.0 FTE 22.8 FTE 30.9 FTE 54.7 FTE

Male Non-Teaching Staff Female Non-Teaching Staff Indigenous Staff

7.7 FTE 14.6 FTE 0.0 FTE

Staff Participation in Professional Learning

In 2020, teachers and non-teaching staff had the opportunity to participate in professional learning and

development activities online and on site for most of the year, with some external courses attended in Term 1

and Term 4 as COVID-19 restrictions allowed. These included whole staff professional development days,

curriculum focus sessions for teams, and both individual and group attendance at workshops and conferences.

Staff also engaged in many other areas of learning including but not limited to:

▪ Teacher Induction to Catholic Education ▪ Responding to Abuse and Neglect Training ▪ Literacy and Numeracy Network Days ▪ VET and Careers Network Days and Training ▪ Engage with Asia Network ▪ Career Development Certificate IV Training ▪ SACE Meetings ▪ Crossways Re-Design ▪ Construction – KESAB Training

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▪ The Zones of Regulation ▪ PASMAP – Early Years Approaches to Mathematics ▪ CESA RE Leaders Days ▪ F-2 ELLA (Early Years Languages) ▪ Rite Journey Training ▪ Project 2 – Highly Accomplished Teacher session ▪ Responding Together- Managing Wellbeing in Times of Uncertainty ▪ EDVAL Timetable training ▪ Dare to Lead – Leadership Development ▪ Intensive Japanese Language Course ▪ Curriculum Planning and Moderation sessions

Staff Attendance

Staff attendance for the 2020 school year was maintained at an acceptable level and staff took personal leave,

long service leave, maternity leave, parenting leave, special leave and compassionate leave as is their industrial

entitlement.

Student, Parent and Staff Satisfaction Survey Results

St Joseph’s School participated in the National School Improvement Partnerships programme, including surveys

of students R-12, parents and staff regarding learning, wellbeing, school organisation and leadership. The parent

satisfaction survey included 44 respondents.

Parent and Caregiver Response: Child’s/Children’s Experience

• 86.37% of respondents strongly agree (56.82%) or agree (29.55%) that they would recommend St

Joseph’s School to others

• 86.37% of respondents strongly agree (54.55%) or agree (31.82%) that they are satisfied with what the

school does for their children

• Parents reported high levels of staff support (4.33/5) and satisfaction with their child’s progress

(4.42/5)

• Parents reported choosing St Joseph’s School because of the ‘community feel, values and the love and

care shown to students and families

• Parents also reported choosing the school for its standard of behaviour and academic standards

• An area of focus highlighted by some respondents for 2021 is dealing with student behaviour in a

consistent and timely way.

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Parent and Caregiver Experiences

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Student Survey of School Climate – the Early Years

Wellbeing in the Early Years

Students in the Early Years reported high levels of enjoyment of school (4.37), wellbeing (4.34), resilience

(4.45) and moral identity (4.47). Experiences of unkind or disruptive behaviour were relatively low at 2.96 and

3.6 respectively. Students percieve ‘bullying’ in the Early Years to be when their friends sometimes choose to

play with others, leave them out, or are annoying.

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Student Survey of School Climate – Middle Primary Years

Wellbeing in the Middle Primary Years

Students reported higher levels enjoyment of school than in 2019, as well as greater resilience and sense of

wellbeing, which is very positive. They also identified a strong sense of moral identity (4.24). Enjoyment of

school was reported at 3.96 and wellbeing at 3.79. Experience of disruptive behaviour was lower than in 2019

at 2.9 and unkind or bullying behaviours were reported at a slightly higher level of 3.34. Programs are being

implemented to address this, and increase connectedness.

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Student Survey of School Climate – Upper Primary Years

Wellbeing in the Upper Primary Years

Students reported a strong sense of moral identity (4.06). Scores for resilience (3.72), enjoyment of school

(3.67), wellbeing (3.65) and resilience (3.72) were satisfactory, but slightly down on the previous year, possibly

a reflection of attendance and uncertainty that have been impacted by COVID-19. Experience of disruptive

behaviour was at 3.37 and unkind or bullying behaviours was reported at 2.34, which is encourgagingly low.

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Student Survey of School Climate – Secondary Years

Wellbeing in the Secondary Years

155 students from Years 7-12 participated in the survey, an increase on last year. Students recorded a moral

identity rating of 4.04 aligning with other year levels and indicating positive impact of the school’s values,

resilience at 3.98 and self-anchoring ability at 3.9 (both encouragingly higher than the previous year given the

challenges of 2020). Overall wellbeing was recorded at 3.46 and enjoyment of school at 3.19 (again, both

higher than in 2019). National survey data suggests higher levels of anxiety and stress, and lower levels of

wellbeing in adolescents. Experience of disruptive behaviour was rated at 3.15 which is pleasingly lower than

last year, and unkind or bullying behaviours was reported at 2.32, considered low as a benchmark.

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School Organisational Climate Survey

60 teachers and 36 non-teaching staff responded to the School Organisational Climate survey, which sought

feedback on the school’s vision and mission, support, encouragement of improved practice, collegiality, home-

school relations and expectations for success. This reflected good staff engagement with the feedback process.

Questions asked staff to rate their overall wellbeing, efficacy and job satisfaction.

Teacher Wellbeing, Satisfaction and Efficacy

Teaching is recognised as a challenging profession, and 2020 was particularly challenging for teachers given

the need to rapidly upskill in capacity to deliver remote learning and managing inconsistent attendance and

student anxiety. The teacher data reflected this increased capacity with higher ratings than previously for

teacher efficacy and colective efficacy, but slightly reduced ratings for wellbeing and job satisfaction.

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Non-Teaching Wellbeing, Satisfaction and Efficacy

Data from non-teaching staff remained stable from 2019.

Staff demonstrate strong alignment with the School’s mission, and report high levels of collegiality and a safe

and respectful environment. Home-school relations are strong. There are areas for improvement in supporting

non-teaching staff to engage in professional learning to improve practice and participate more in the decision

making processes in the school.

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2020 School Improvement Plan

2020 was an extraordinary year impacted by floods early in Term 1, and a lengthy period of recovery and

refurbishment. Gathering restrictions impacted significantly on professional learning communities and projects,

resulting in completion of some goals being delayed until 2021. Nevertheless, commendable progress was made

in many areas.

Domain of

Improvement Goals Achievements

Catholic Identity

• Witnessing Catholic Identity and the Josephite Charism

• Develop contemporary and engaging Religious Education Curriculum

• Ecological sustainability

• Faith formation and parish engagement.

• Creative ways were found to celebrate significant Feast Days in class groups and sub-schools

• Year level teams benefited from release time to develop knowledge and understanding of the New Crossways Curriculum and design units

• All teaching staff completed the Made In The Image of God training in Term 3

• Grants were obtained and expended to engage students in environmental clean ups, and planting programs

• A significant number of staff completed units for a Graduate Certificate in Catholic Education – Scripture and Theology.

Focused Vision and Goals

• The School’s Vision and Mission statements are reviewed and revised to provide a contemporary reference point for our work.

• The school continued engagement with Dorothy Andrews and Joan Conway from the University of Southern Queensland who are facilitating the IDEAS program (Innovative Designs for Enhancing Achievement in Schools), although the inability to hold face to face workshops inhibited progress. The school has gone some way to developing the concept of School Wide Pedagogy based on a philosophy for sub schools: Nurture, Create, Strengthen and Seek. This work will be carried over to be completed in 2021.

Strong Leadership • Shared distributive leadership drives and supports a culture of innovation and continuous improvement

• Collaborative and reflective Communities of Practice are established.

• Strong leadership and transparent communication led the school community through the impact of COVID restrictions and enabled time to develop remote learning skills and practices

• Consultation with staff is established practice to seek input to decision making e.g. the development of a new POR model for 2021

• Release time has been used effectively by Learning Teams to review data and develop programs with some emphasis on the capabilities of the Living Learning Leading Framework

• Gavin Grift was unable to lead the staff in planning for Professional Learning Communities, but has been re-booked for January 2021

High Expectations of All

• The school community has a shared language of learning, high expectations and a culture of goal setting and evaluation to improve learning outcomes

• Student achievement is evident and celebrated in an inclusive way throughout the school and with families.

• Students in Middle School have consolidated their language of growth mindset and capabilities through the Learning Journeys

• The IDEAS Program has further developed the language around a School Wide Pedagogy

• Achievement is celebrated through Newsletters, Facebook and Awards, with more students participating in opportunities to extend and test their learning e.g. ICAS competitions

• The language of the Living Learning Leading Framework is emerging in classrooms and will be further consolidated in 2021.

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High Quality Teaching and Learning

• Contemporary curriculum provides explicit exploration and integration of the General Capabilities to develop thriving people, capable learners and leaders for the world God desires

• Teachers strive to be experts in their field and receive ongoing feedback about performance.

• Changes were made to the Personal Social Learning Program from Reception to Year 12 with more emphasis on the capabilities and student reflection

• Preparation for remote learning provided stimulus to integrate ICTs creatively into learning programs, with teachers upskilling rapidly

• Purposeful and productive team planning meetings have had a strong focus on implementing agreed literacy and numeracy strategies in R-6

• Online learning opportunities have been taken up, with participation in Team and Zoom meetings at a level not experienced previously.

Effective Use of Data

• Teachers use data continuously, collaboratively and effectively to improve teaching and learning

• The school uses data to inform school level decisions, interventions and initiatives and to identify

• The school implements a series of targeted improvement strategies.

• Assistant Principals led sessions with staff to build capacity in interpreting data

• Literacy groups were established based on middle school data

• A consistent literacy strategy was developed and implemented in Reception to Year 6, with dedicated literacy blocks each morning

• A School Improvement Team was created to focus on data analysis and planning strategies for improvement.

• IXL online learning tools have been used effectively to support literacy and numeracy in the middle years.

Orderly and Safe Learning Environments

• A whole school positive behaviour policy and restorative practices approach supports and ensures an orderly and safe learning environment for students and staff

• School wide programs are implemented to promote positive relationship building.

• Survey data highlights further need to revise the Personal Responsibility and Behaviour Management Policy, incorporating student and parent voice. Forums and meetings have provided input into policy revision and development

• Champions Academy was successfully implemented in the middle years; a Personal and Social Development Program formed a core part of Pastoral Care throughout the year.

Strong home, school, community engagement

• Communication with families and carers is two-way, pro-active, timely and comprehensive to share and address concerns and celebrate achievements.

• SEQTA has been used more comprehensively to document concerns and communication, with subsequent and regular parent meetings when required

• Letters of commendation for student achievement have been well received by the community.

Effective administration and resourcing

• School’s budget aligns with the school’s improvement goals

• Infrastructure developed to meet enrolment and learning needs.

• Fee remissions were provided to families impacted by COVID-19 in addition to the usual support provided when needed

• The school’s budget is healthy, enabling further investment in facilities including refurbishment of the Kelly Centre

• Significant recovery and refurbishment was successfully completed as a result of extensive flooding in January 2020

• $7m investment in a new Senior Centre, Food and Hospitality Centre and Art and Design Suite, which were opened in 2020

• Planning for a new Primary School and Pre-School was approved in September 2020, with a building program to commence early in 2021.